Students will measure their heights as they enter the room. Girls and Boys heights will be separated in order to make a comparison. Students will be asked to make comparisons from the measurements. Ms Allan will construct the box plots and ask students to make statements using statistical language. How does the box plot help us to see the story behind the data?

Ms Allan will construct the Box Plot on the white board using the end of term algebra test scores. This may help students understand that each dot represents a students score, and help them see how they compare with their peers.

Language:

• Quartile

• Median

• Transum Box Plots Level 1

• Transum Box Plots Level 2

• Transum Box Plot Level 3

• Extra for Experts Jake Wills Making the Call

Year 10 Learning Workbook Pages: Green part of 268 and whole of 269 Box and Whisker Graphs

Year 9 Learning Workbook Pages: 247, 248 and 249 Chapter 15: Statistical Investigations

Year 10 Learning Workbook Pages: 270 and 271 Box and Whisker Graphs

Year 9 Learning Workbook Pages: 250 and 251 of Chapter 15: Statistical Investigations

Year 10 Learning Workbook Pages: 272 and 273 Box and Whisker Graphs

Year 9 Learning Workbook Pages: 252 and 253 of Chapter 15: Statistical Investigations

You can work in groups of any size you like.

Option One: Uni-variate (One Variable)

Use the PPDAC cycle to collect data, draw one box plot and make observations

Option Two: Multi-variate (Comparing two groups)

Use the PPDAC cycle to collect data, draw box plots and compare two groups.

For example:

• Problem: Did girls in this class tend to spend more time studying for the algebra test than the boys in this class?

• Plan: We will ask all the student at school today how many hours they studied at home for the Algebra test at the end of last term.

• Data: We will write down the number of study hours and the gender of each student.

• Analysis: We will create two box plots, one for the boys and one for the girls, the scale will be in hours.

• Conclusion: We will observe the two boxes and decide which group, boys or girls, tended to spend the most time studying.

• https://students.mathsnz.com/9.10/9.10_9_6.html (Self marking PPDAC check)

• https://students.mathsnz.com/9.10/9.10_9_7.html (Exemplars you can use to help)

• https://students.mathsnz.com/nzgrapher/nzgrapher_c.html (Has information about the data sets in NZGrapher)

Language to use:

• Middle 50% (the box)

• Upper quartile

• Lower quartile

• Median

• Highest & Lowest

Extra for Experts

Year 10 Learning Workbook Pages: 274 and 275 Box and Whisker Graphs

Year 9 Learning Workbook Pages: 254 and 255 of Chapter 15: Statistical Investigations

Student Choice:

• Complete your group posters

• Learning workbook number pages

• Learning workbook statistics pages

• Transum Box Plots Level 1

• Transum Box Plots Level 2

• Transum Box Plot Level 3

• 2017 Statistics Links

Extra For Experts

Maths NZ Lesson 9: Comparison Investigations

• Lesson 9.1: Video - Box and Whisker Graphs and Making a Call

• Lesson 9.2: Your Turn - Making a Call

• Lesson 9.3: Video - NZGrapher for Multivariate Data

• Lesson 9.4: Your Turn - Using NZGrapher

• Lesson 9.5: Video - PPDAC Cycle 3 - Boys and Girls Heights

• Lesson 9.6: Your Turn - PPDAC 3

• Lesson 9.7: Typed Notes

• Lesson 9.8: Extra Comparison Investigation Ideas

Learning Habits needed to investigate statistics

Strive - doing homework, staying on task, completing tasks

Connect - working in groups to collect and investigate data

Respect - listening to the teacher, asking sensible questions

Reflect - write up your reflection each week on your website

Create - the PPDAC cycle allows you to investigate a topic of your interest and to present it in any format. Each week you will create a statistical report.

Transum Scatter Introduction LWB Pages 264 (start from scatter graphs), 265 and 266.

New Word: Correlation

We will collect data about the number of people and the number of pets each student has in their home/s. Google Form and Data.

• Problem: I wonder if there is a relationship between the number of people and the number of pets in the homes of students in this class. I think the more people there are, the more pets there will be, because everyone wants their own pet.

• Plan: We will collect data using a google form, asking students for the number of people and pets that they live with.

• Data: Will be created by the google form. Google Form and Data.

• Analysis: We will use NZGrapher to plot the scatter graph. This will allow us to view the potential relationship.

• Conclusion: We will claim there is, or is not, a relationship between the number of people and pets in a household.

We will repeat the typing test collecting data in the correct format to investigate the relationships between the first and last and best words per minutes. Google Form. Data.

At the back of the classroom we will collect the height and armspan of students in all four classes. The scatter graph will be created at the same time the data is collected. What do you expect the scatter plot to look like? Google Form and Data

Digital Activities: Transum Scatter Plot Activity and BBC Bitesize Icecreams and That Quiz

Continue working on this weeks learning workbook pages:

• Year 10 LWB Pages 264, 254, 266, 241, 242, 243, 244, 245

• Year 9 LWB Pages: 257, 258, 259, 260, 261, 262, 263, 264

Just like last week, you will collect your own data (or explore data sets in NZGrapher, or use the data we collect together today) and create a PPDAC poster about the students in your class. Please check with Ms Allan before you start collecting your data to make sure it will work. Work in groups of 2 to 5 people and make posters for the wall. If you use NZGrapher data you can make a powerpoint and present it as a group to the class. Presentations will happen in week four.

Example Student Website - remember to reflect on your learning each week.

Continue working on this weeks learning workbook pages:

• Year 10 LWB Pages 264, 254, 266, 241, 242, 243, 244, 245

• Year 9 LWB Pages: 257, 258, 259, 260, 261, 262, 263, 264

Extra for Experts and students who prefer this to the LWB. Place screenshots on your website.

MathsNZ Lesson 7: Bivariate Investigations

• Lesson 7.1: Video - NZGrapher for Bivariate Data

• Lesson 7.2: Your Turn - Using NZGrapher

• Lesson 7.3: Video - PPDAC Cycle 2 - Height and Arm Span

• Lesson 7.4: Your Turn - PPDAC 2

• Lesson 7.5: Typed Notes

• Lesson 7.6: Extra Bivariate Investigation Ideas

Example Student Website has some examples of what reflections look like.

Workbook pages 266, 267 and 268.

In weeks one and two we collected our own data, this week, with the focus on time series we will investigate google trends. You have 15mins to take a look at google trends, and share with your group. Groups will select a representative to share with the class what they found interesting.

The second half of the lesson will be spent on the learning workbooks.

Transum Line Graphs

Extra for Experts:

Maths NZ Lesson 10: Time Series Investigations

• Lesson 10.1: Video - NZGrapher for Time Series Graphs

• Lesson 10.2: Your Turn - Using NZGrapher

• Lesson 10.3: Video - PPDAC Cycle 4 - School Attendance

• Lesson 10.4: Your Turn - PPDAC 4

• Lesson 10.5: Typed Notes

• Lesson 10.6: Extra Time Series Investigation Ideas

Year 10 Learning Workbook pages to be completed:

• Wk 1 Year 10 Learning Workbook: 8 Pages: 268, 269, 270, 271, 272, 273, 274 and 275 Box and Whisker Graphs

• Wk 2 Year 10 Learning Workbook: 8 Pages: Scatter Graphs page 264, 254, 266 PPDAC pages 241, 242, 243, 244 and 245

• Wk 3 Year 10 Learning Workbook: 8 Pages: Time Series Graphs page 266, 267 and 268 Also pages 246, 247, 248, 249, 250

• Wk 4 Year 10 Learning Workbook :10 Pages: 276, 277, 278, 279, 251, 252, 253, 254, 255, 256

• Wk 5 Year 10 Learning Workbook: 10 Pages: 257, 258, 259, 260, 261, 262, 263, 264, 265, 266

• Remember the expectation of 20 minutes homework 4 times a week, I understand some students will struggle to complete all the pages in the suggested time frame. Of course, if you do complete all the pages you will find next year much easier.

Year 9 Learning Workbook pages to be completed:

• Wk 1 Year 9 Learning Workbook : 9 Pages: 247, 248, 249, 250, 251, 252, 253, 254 and 255 All of Chapter 15

• Wk 2 Year 9 Learning Workbook: 8 Pages: 257, 258, 259, 260, 261, 262, 263, 264 Chapter 16 Displaying Data

• Wk 3 Year 9 Learning Workbook: 8 Pages: Chapter 16 265, 266, 267, 268 Chapter 17 Measures 269, 270, 271, 272.

• Wk 4 Year 9 Learning Workbook: 6 Pages: 273, 274, 275. Catch up and complete all of chapters 15, 16 and 17.

• Wk 5 Use your learning workbook as a reference for the project. Note it does not have time series or Box Plots.

Respect Google Form

Data from Respect Google Form

Data Types: Categorical (not numbers) or Numerical: Discrete (Counting Numbers) or Continuous (Decimals, Measurement).

Scatter Plot Quiz

That Quiz (Change the settings to test yourself).

Maths NZ Extra for Experts:

Lesson 1: Introduction to the PPDAC Cycle

• Lesson 1.1: Introduction to the PPDAC Cycle

• Lesson 1.2: PPDAC Order

• Lesson 1.3: PPDAC in detail

• Lesson 1.4: Extra Notes

Lesson 2: PPDAC Cycle 1 - Eye Colour

• Lesson 2.1: Video - Problem, Plan and Data

• Lesson 2.2: Your Turn - Problem, Plan and Data

• Lesson 2.3: Video - NZGrapher for Summary Data

• Lesson 2.4: Your Turn - NZGrapher

• Lesson 2.5: Video - Analysis and Conclusion

• Lesson 2.6: Your Turn - Analysis and Conclusion

• Lesson 2.7: Typed PPDAC Cycle 1

The assessment details will be uploaded into google classroom. Students will work in groups of two or three students. You will have three periods of class time to complete the assignment, Monday, Tuesday and Wednesday. The assignment is due on Wednesday Night 9pm.

Thursday/Friday (teacher only day) is E-asttle testing.